Joint Council on Youth (Cmj)
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
510 & 510-1/2 Oak Street
510 & 510-1/2 Oak Street 510 & 510-1/2 Oak Street Located between Third and Fourth Street on the east side of and fronting on In 1857, Ransom Jones had a tin shop at this address. Jones Oak Street. died at the county infirmary on Thursday, October 17, 1895 at the age Block 26, lot 7 & 8 of eighty-six. He was once a leading and influential citizen of Baraboo. Sanborn map location 710 Oak Street He conducted a Tin Shop and Hardware Store on Oak as early as 1857 where D. S. Holcombe had a livery and feed barn in 1895. This was probably in the 600 Block. Afterwards he was in partnership with another gentleman and the firm was near where C. E. Ryan had his jewelry store in 1895. He eventually met with financial failure and lost his property. In 1857, H. A. Peck & R. A. Orvis kept a Drug Store at approximately this address, probably moving from 133 Third Avenue. In 1861 Peck increased the depth of the building to 70 feet. It is believed that Peck was still here in 1864. In May of 1864, George H. Hall & H. T. Savage opened a clothing store formerly occupied by Peck & Orvis. In September of 1864, Mrs. J. Kennedy announced to the ladies of Baraboo and the vicinity that she had opened a Ladies Furnishing Store just north of Ryan’s Jewelry Store. In May of 1866, Doane & Barstow were busy remodeling the Oak Street circa 1903 building north of Ryan’s Jewelry Store. When completed they planned on stocking the store with dry goods and groceries. -
Exploring Countries 5 Belgium
exploring countries 5 Belgium 5 OF OFF T F A ST ! S ! BBCC A A L L B S B 1 S A R R R E R E E A D E A D TOFF OFF S ! ST ! A A L L B B S B 2 S R R R E R E E A D E A D OF ST F OFF ! ST ! A A L L B S B C S R 3 R E R R E E A D E A D OFF ST ! A L B S R R E E A D Note to Librarians, Teachers, and Parents: Blastoff! Readers are carefully developed by literacy experts and combine standards-based content with developmentally appropriate text. Level 1 provides the most support through repetition of high- frequency words, light text, predictable sentence patterns, and strong visual support. Level 2 offers early readers a bit more challenge through varied simple sentences, increased text load, and less repetition of high- frequency words. Level 3 advances early-fluent readers toward fluency through increased text and concept load, less reliance on visuals, longer sentences, and more literary language. Level 4 builds reading stamina by providing more text per page, increased use of punctuation, greater variation in sentence patterns, and increasingly challenging vocabulary. Level 5 encourages children to move from “learning to read” to “reading to learn” by providing even more text, varied writing styles, and less familiar topics. Whichever book is right for your reader, Blastoff! Readers are the perfect books to build confidence and encourage a love of reading that will last a lifetime! This edition first published in 2013 by Bellwether Media, Inc. -
Youth Workers in Europe Associations, Networks and Support Working Paper
Youth workers in Europe Associations, networks and support Working paper James O’Donovan 1 Contents 1. Introduction .................................................................................................................................... 4 2. Context ............................................................................................................................................ 4 3. Associations of youth workers ........................................................................................................ 5 4. Networks of youth workers ............................................................................................................ 7 5. Support bodies and organisations .................................................................................................. 8 6. European associations and networks ............................................................................................. 9 7. Examples of associations, networks and support from across Europe ........................................ 10 7.1 Maltese Association of Youth Workers (MAY) ........................................................................... 10 7.2 National Association of Youth Workers in Serbia (NAPOR) ........................................................ 11 7.3 Youth and Sports Experts Association (NUOLI) in Finland .......................................................... 13 7.4 Youth Network MaMa in Slovenia ............................................................................................. -
A History of Youth Work
youthwork.book Page 3 Wednesday, May 7, 2008 2:43 PM A century of youth work policy youthwork.book Page 4 Wednesday, May 7, 2008 2:43 PM youthwork.book Page 5 Wednesday, May 7, 2008 2:43 PM A century of youth work policy Filip COUSSÉE youthwork.book Page 6 Wednesday, May 7, 2008 2:43 PM © Academia Press Eekhout 2 9000 Gent Tel. 09/233 80 88 Fax 09/233 14 09 [email protected] www.academiapress.be J. Story-Scientia bvba Wetenschappelijke Boekhandel Sint-Kwintensberg 87 B-9000 Gent Tel. 09/225 57 57 Fax 09/233 14 09 [email protected] www.story.be Filip Coussée A century of youth work policy Gent, Academia Press, 2008, ### pp. Opmaak: proxess.be ISBN 978 90 382 #### # D/2008/4804/### NUR ### U #### Niets uit deze uitgave mag worden verveelvoudigd en/of vermenigvuldigd door middel van druk, fotokopie, microfilm of op welke andere wijze dan ook, zonder voorafgaande schriftelijke toestemming van de uitgever. youthwork.book Page 1 Wednesday, May 7, 2008 2:43 PM Table of Contents Chapter 1. The youth work paradox . 3 1.1. The identity crisis of youth work. 3 1.2. An international perspective . 8 1.3. A historical perspective. 13 1.4. An empirical perspective . 15 Chapter 2. That is youth work! . 17 2.1. New paths to social integration . 17 2.2. Emancipation of young people . 23 2.3. The youth movement becomes a youth work method. 28 2.4. Youth Movement incorporated by the Catholic Action. 37 2.5. From differentiated to inaccessible youth work . -
Belgium Flanders Afs Interculturele Programma’S Vzw
HOSTING PROJECTS BELGIUM FLANDERS AFS INTERCULTURELE PROGRAMMA’S VZW TABLE OF CONTENTS I General info on projects in BFL .................................................................................................................... II Projects ................................................................................................................................................................ - Child care centre Pinnochio - Psychiatric Centre Sint-Norbertushuis - STAMPmedia / C.H.I.P.S - Mediaraven - In Flanders Fields Museum - Loca Labora De Kruiderie - Arbeidscentrum de Wroeter - Wildlife Hospital - AFS Interculturele Programma's 2 I General info on projects in BFL Age limits: 18-30 years. Number of volunteers: Most of the projects only host one volunteer. Period of the projects: 13 January till 8 July 2018, with the exception of AFS: ICL@school Application deadlines: Projects starting in January 2018: 15 August 2017 Hosting: All participants will be hosted in a host family or at the work place, depending on the project. Only volunteers who are truly motivated to live in a Belgian host family should apply for this project! Please do know that our host families are not necessarily living near the project. Be aware that you might have the travel time from your home to your project might take a while. Especially, when your project is situated in a large city (like Brussels, Antwerp or Ghent), it’s very likely that you will be hosted in the suburbs and not in the city centre. Language: The will to learn the Dutch language is a very important aspect. We expect people to be dedicated to learn Dutch. In most projects the motivation to learn Dutch fast is a requirement. We will offer online Dutch language courses, but motivation remains the most important factor to communicate at ease. A good communicative knowledge of English is desirable and sometimes required. -
Book of Abstracts
ICOS Science Conference 2020 BOOK OF ABSTRACTS ICOS ERIC Head Office | Erik Palménin aukio 1, FI-00560 Helsinki | [email protected] | www.icos-ri.eu Contents ICOS in Short .......................................................................................................................................... 3 Plenary Speakers .................................................................................................................................. 3 Abstracts of the plenary speakers ..................................................................................................... 9 Abstracts in ICOS National Networks and Thematic Centres showroom .................................. 17 Abstracts in parallel sessions ........................................................................................................... 18 Session 1: Urban observations and detection of human emission, part 1 ................................. 18 Oral presentations in session 1 .................................................................................................................... 18 Poster presentations in session 1 ................................................................................................................. 21 Session 2: Impact of COVID-19 lockdown on anthropogenic emissions ..................................... 27 Oral presentations in session 2 .................................................................................................................... 27 Poster presentations in session 2 ................................................................................................................ -
Book of Abstracts Keynote 1
GEO BON OPEN SCIENCE CONFERENCE & ALL HANDS MEETING 2020 06–10 July 2020, 100 % VIRTUAL Book of Abstracts Keynote 1 IPBES: Science and evidence for biodiversity policy and action Anne Larigauderie Executive Secretary of IPBES This talk will start by a presentation of the achievements of the Intergovernmental Science-Policy Platform for Biodiversity (IPBES) during its first work programme, starting with the release of its first assessment, on Pollinators, Pollination and Food Production in 2016, and culminating with the release of the first IPBES Global Assessment of Biodiversity and Ecosystem Services in 2019. The talk will highlights some of the findings of the IPBES Global Assessment, including trends in the contributions of nature to people over the past 50 years, direct and indirect causes of biodiversity loss, and progress against the Aichi Biodiversity Targets, and some of the Sustainable Development Goals, ending with options for action. The talk will then briefly present the new IPBES work programme up to 2030, and its three new topics, and end with considerations regarding GEO BON, and the need to establish an operational global observing system for biodiversity to support the implementation of the post 2020 Global Biodiversity Framework. 1 Keynote 2 Securing Critical Natural Capital: Science and Policy Frontiers for Essential Ecosystem Service Variables Rebecca Chaplin-Kramer Stanford University, USA As governments, business, and lending institutions are increasingly considering investments in natural capital as one strategy to meet their operational and development goals sustainably, the importance of accurate, accessible information on ecosystem services has never been greater. However, many ecosystem services are highly localized, requiring high-resolution and contextually specific information—which has hindered the delivery of this information at the pace and scale at which it is needed. -
Flemish Students' Historical Reference Knowledge and Narratives of The
London Review of Education DOI:https://doi.org/10.18546/LRE.15.2.10 Volume15,Number2,July2017 Flemish students’ historical reference knowledge and narratives of the Belgian national past at the end of secondary education TimoVanHavere,KaatWils,FienDepaepe,LievenVerschaffelandKarelVanNieuwenhuyse* University of Leuven Abstract Sincetheearlynineteenthcentury,westerngovernmentshaveexpectedhistoryeducationto playavitalroleintheformationofanationalidentityandthepursuitofnationalcohesion,by fosteringsharedknowledgeandashared(master)narrativeofthenationalpast.Thisarticle reportsonaqualitativestudythatexamineswhichnarrativesyoungadultsconstructabout their national past, to what extent those narratives are underpinned by existing narrative templates,whethertheyreflectonthefactthatthenationalpastcanbenarratedindifferent ways,andtowhatextenttheyshareacommonreferenceknowledge.Thestudyaddresses theFlemishregionofBelgium,acasecharacterizedbyaspecificcontextofanationstatein decline,whereindiverseandoftenconflictinghistoricalnarrativescoexistinpopularhistorical cultureandwherethenationalpastisalmostabsentfromhistoryeducation.Atotalof107 first-year undergraduate history students were asked to write an essay on how they saw thenationalpast.Theinfluenceofbothhistoryeducationandpopularhistoricalculturewas reflectedinthereferenceknowledgeaswellasinthe(absenceof)templatesthatstudents used to build their essays. Templates were not critically deconstructed, although some studentsneverthelesswereabletodiscernandcriticizeexisting‘myths’inthenationalpast. Keywords: -
The Language Issue Within the European Institutions 2 Contents
The language issue within the European institutions Astrid Wauben-291533 Erasmus University Rotterdam Public Administration Master International Public Management and Policy Dr. J.L.M. Hakvoort Dr. F.K.M. van Nispen November 2006 “If again, I would face the challenge to integrate Europe, I would probably start with culture.” (Jean Monnet) The language issue within the European institutions 2 Contents SUMMARY 5 PREFACE 6 1. INTRODUCTION TO THE LANGUAGE ISSUE IN THE EUROPEAN UNION 7 1.1. PROBLEM ANALYSIS 7 1.2 CENTRAL RESEARCH QUESTION 7 1.3 SUB-QUESTIONS 8 1.4 RELEVANCE 9 1.5 METHODS OF INQUIRY 10 1.6 VARIABLES 12 1.7 CONCLUSION 14 2. THE EUROPEAN UNION, ITS INSTITUTIONS, ITS PROCEDURES 16 2.1 INTRODUCTION 16 2.2 THE EUROPEAN UNION IN BRIEF 16 2.3 THE COUNCIL OF THE EUROPEAN UNION 17 2.4 THE EUROPEAN PARLIAMENT 19 2.5 DECISION-MAKING PROCESSES 22 2.6 CONCLUSION 27 3. THE LANGUAGE REGIME IN THE EUROPEAN UNION 28 3.1 INTRODUCTION 28 3.2 ESTABLISHING A SOUND SYSTEM ON LANGUAGE DIVERSITY 28 3.3 THE LANGUAGE REGIME IN THE COUNCIL OF MINISTERS 29 3.3.1 THE DIRECTORATE GENERAL (DG) INTERPRETATION 30 3.3.2 THE DIRECTORATE GENERAL (DG) TRANSLATION 31 3.4 THE LANGUAGE REGIME IN THE EUROPEAN PARLIAMENT 31 3.5 SUB-CONCLUSION 33 3.6 THE FRENCH AND THE DUTCH LANGUAGE 33 3.6.1 THE FRENCH LANGUAGE 35 3.6.2 THE DUTCH LANGUAGE 36 4. THEORETICAL FRAMEWORK 38 4.1 INTRODUCTION 38 4.2 THEORIES ON INSTITUTIONS, CULTURE AND LANGUAGE 38 4.2.1 INSTITUTIONS 38 4.2.2 CULTURE 41 4.2.3 LANGUAGE 44 4.3 THEORY ON INFLUENCE 46 4.4 CONCLUSION 47 The language issue within the European institutions 3 5. -
Volume 2: Prizes and Scholarships
RESEARCH OPPORTUNITIES ALERT! ISSUE 12: VOLUME 2 (Prizes & Scholarships) A Compilation by the Research Services Unit Office of Research, Innovation and Development (ORID) January 2013 Issue 12: Volume 2 – Prizes & Scholarships JANUARY 2013 MITHSONIAN FELLOWSHIPS Smithsonian Institution S Description: In addition to receiving scholarships, fellows The Smithsonian Institution invites applications will be provided with space to conduct their for its Smithsonian fellowships. These provide research within the department they are opportunities for graduate students, working. An allowance of up to US$4,000 may predoctoral students, and postdoctoral and be available to assist the fellow with research- senior investigators to conduct research in related expenses, and funding towards association with members of the Smithsonian relocation may be provided. professional research staff, and to utilise the resources of the institution. Proposals must reflect one or more of the four grand challenges Closing date: 15 Jan 13 identified by the Smithsonian strategic plan, Deadline information: This call is repeated which include unlocking the mysteries of the once a year. universe; understanding and sustaining a Posted date: 30 Oct 12 biodiverse planet; valuing world cultures; and Award type: Mid-Career fellowships, Senior understanding the American experience. Four fellowships, Predoctoral fellowships, types of fellowships are available: Financial aid for postgraduate students Award amount max: $54,000 graduate student fellowships support Award amount -
Substance Use Among People with a Migration Background a Community-Based Participatory Research (Cbpr) Project
3 SUBSTANCE USE AMONG PEOPLE WITH A MIGRATION BACKGROUND A COMMUNITY-BASED PARTICIPATORY RESEARCH (CBPR) PROJECT Belgian Science Policy Office (BELSPO) - Research Programme on Drugs Charlotte De Kock (UGent) Julie Schamp (UGent) Bert Hauspie (UGent) Dr. Muriel Sacco (ULB) Prof. Dr. Tom Decorte (UGent) Prof. Dr. Wouter Vanderplasschen (UGent) Prof. Dr. Ilse Derluyn (UGent) Prof. Dr. Dirk Jacobs (ULB) CONTENTS LIST OF TABLES ................................................................................................................................... 3 1 INTRODUCTION ................................................................................................................. 3 1.1 Situating the research ......................................................................................................... 3 1.2 Research questions and goals ............................................................................................ 4 1.3 Methodology ........................................................................................................................ 5 1.4 People with a migration background ................................................................................... 6 1.5 Substance use .................................................................................................................... 7 1.6 Substance use and society ................................................................................................. 8 2 THE PREVALENCE AND NATURE OF SUBSTANCE USE IN PEOPLE WITH A MIGRATION BACKGROUND -
Belgium Flanders Afs Interculturele Programma’S Vzw
HOSTING PROJECTS BELGIUM FLANDERS AFS INTERCULTURELE PROGRAMMA’S VZW TABLE OF CONTENTS I General info on projects in BFL ......................................................................................................................... II Projects ....................................................................................................................................................................... - Child care centre Pinnochio - STAMPmedia / C.H.I.P.S - Mediaraven - In Flanders Fields Museum - Loca Labora De Kruiderie - Wildlife Hospital - International School Leuven - Rikolto - Klein Kasteeltje - Steinerschool Michaëlschool 2 I General info on projects in AFS Belgium Flanders Age limits: 18-30 years. Number of volunteers: Most of the projects only host one volunteer. Application deadlines: Projects starting in January 2019: 11 August 2018 Projects starting in March 2019: 30 September 2018 Note: call might be finished earlier if a candidate has been found before the deadline Hosting: All participants will be hosted in a host family, depending on the project. Only volunteers who are truly motivated to live in a Belgian host family should apply for this project! Please do know that our host families are not necessarily living near the project. Be aware that you might have the travel time from your home to your project might take a while. Especially, when your project is situated in a large city (like Brussels, Antwerp or Ghent), it’s very likely that you will be hosted in the suburbs and not in the city centre. Language: The will to learn the Dutch language is a very important aspect. We expect people to be dedicated to learn Dutch. In most projects the motivation to learn Dutch fast is a requirement. Online Dutch language courses will be offered through the Online Linguistic Support tool of Erasmus+, but motivation remains the most important factor to communicate at ease.